Research On The Current Status Of Concept Teaching Design Of Function In High Schools In Tianji

The concept of function is a difficult point in teaching.How to better design the teaching of function concepts and enable students to better understand function concepts is a research topic for mathematical educators.The concept of function is one of the core concepts in the main line of high school functions.Through reviewing the literature,this paper studies the current situation of conceptual teaching design of high school functions.Taking Demographic related factors as background variables,it mainly solves the following problems:(1)What is the current situation of conceptual teaching design of high school functions?(2)Does Demographic related factors such as teaching experience,professional title,teacher training background,and educational background have an impact on the conceptual instructional design of functions?The research first uses the literature analysis method to summarize the current literature on instructional design research,determine the survey method to be adopted,select an instructional design evaluation scale based on consultation with the guidance teacher to prepare for subsequent research,and then determine to use the instructional design analysis tool developed by Jacobs et al.,based on which,it is adapted,repeatedly consulted with the guidance teacher to make modifications,and again sought expert opinions,It is hoped that experts will check the primary and secondary indicators,and on the basis of the revised functional conceptual instructional design evaluation scale,grade the collected functional conceptual instructional design text.Finally,use statistical analysis to analyze the data to obtain research results.The research conclusion on the current situation of conceptual instructional design of functions is as follows: Through the content analysis method,we investigated the current situation of conceptual instructional design of mathematical functions in senior high schools,and found that the overall status of conceptual instructional design of mathematical functions in senior high schools in Tianjin is good(M total score=26.35,scoring rate is 62.74%).From the perspective of setting secondary indicators under the first level dimension,based on the ranking of scoring rate from high to low,the order is problem exploration greater than content correctness greater than process and objectives greater than goals and standards greater than mathematical abstraction greater than mathematical expression greater than content display greater than knowledge application greater than student summary greater than student mathematical attitude greater than diversity and innovation greater than adaptability greater than pre evaluation greater than evaluation.Among them,the scoring rate of secondary indicators such as evaluation,pre evaluation,adaptability,diversity,and innovation is relatively low.Teaching design still has shortcomings in analyzing learning situations,cultivating students’ innovative awareness,and evaluating students’ understanding of function concepts or achievement of goals,which has significant room for improvement.Research conclusions on the impact of Demographic factors on the conceptual instructional design of functions:(1)The difference effect of teaching age factors on the conceptual instructional design of functions as a whole is significant,and the performance of teachers in the0-5 year teaching age group is significantly weaker than that of other teaching age groups.(2)The professional title factor has no significant impact on the overall conceptual instructional design of functions.(3)The difference effect of teacher training background factors on the conceptual instructional design of functions as a whole is a medium effect.The performance of non teacher training background groups throughout the process is weaker than that of teacher training background groups with teacher training background at some stages.(4)Educational background factors have no significant impact on the overall conceptual instructional design of functions.